Experience Amazing Results

Experience Amazing Results

Why People Choose Maze For Corporate Training

At Maze, we have almost 20 years of experience listening to customers to design and deliver bespoke training, coaching and consulting. These solutions are catalysts to sustaining change in individuals and as a result in organisations. We are big on design, delivery and measurement. We see time and time again that what gets measured makes a difference! We assess several skill sets when working with a customer and across almost 4500 people, the improvement numbers speak for themselves:

Leadership Skills

34%

Improvement*

Coaching Skills

44%

Improvement*

People Management Skills

41%

Improvement*

Communication Skills

45%

Improvement*

Planning Skills

39%

Improvement*

Improvement Measured from skill set ROI across almost 4500 people trained by Maze Training Ltd up to October 2018.

Thousands of the people we have trained have consistently changed and gone on to sustain that change back in the workplace. Are your current training courses and programmes delivering on your expectations? Does your current supplier measure the difference your training makes? Now is the time for you to know the difference…if you don’t how do you know what you are currently doing works and delivering value for your training spend?

Our results speak for themselves, imagine the change it could make to the performance, productivity and ultimately the profitability of your organisation. We do know from the customers we work with that they are able to protect their training budgets because they can demonstrate the difference it makes which makes sense. Their people experience our current, relevant and practical training that is easy to use back in the workplace delivered by trainers who people just love!

Very professional, good examples and definitely
recommended.

Maze have provided both Leadership and Technical
development solutions for me. Each piece of work has
been bespoke, creative and driven a clear ROI for
the business.

Liz Willis,

Caring Homes Group

Maze consistently delivers a professional, high quality
service; the ability of the trainers to make the programmes
practical, relevant and enjoyable is particularly important to us
and encourages the transfer of learning back into the workplace

Jill Wootton,

Group Learning and Development Manager

In all my years of training, I have never experienced such
momentum, such energy and such positive change, as
evidenced by how our people have made Maze’s solutions
their own.

People & Development Manager

Refreshing, no frills warm and friendly approach…
a memorable experience.

Enabled me to look at what I want to achieve and how
to achieve it… a fantastic course and I will recommend
Maze within our business.

ZEBRA concept fab… great to re-focus and keep within
a simple framework.

Alison Garner,

Operations Manager

Maze are extremely creative and design innovative and
interesting training solutions. I am more than happy to
recommend Nicola and her company – try them, you will be
‘amazed at the results’.

Mathew Clark,

Training & Development Manager

The advantages of Maze

Inclusive ROI Measurement of all Maze courses and programmes

Director-led approach to drive maximum Return on Investment

We work locally and globally, delivering training throughout the UK as well as Europe, Asia, Africa, Australia, South America and North America.

We are specialists in design and delivery of bespoke courses and programmes with every director having over 20 years of Leadership and Management experience.

Like you, we believe learning changes everything; Our training develops and embeds good habits and sustainable business practises.

Maze Bespoke Approach

The 4D approach

Your training issues may not be dissimilar to other organisations, however, Maze appreciate your organisation is different your culture, ethos, vision and how you do things makes yours unique in so many ways.

We know from our experience that when you receive the Maze bespoke approach, it’s your issues we address in a way that fits your people’s needs, delivering you the maximum return for your investment.

Discover

Your Issue

Design

Partnership solutions

Deliver

In the most effective way

Destination

Where you want to go

Maze…the facts speak for themselves

Across almost 4500* people the skill set improvements were:

Leadership Skills

34%

Improvements

Coaching Skills

44%

Improvements

Communicating Skills

45%

Improvements

Planning Skills

39%

Improvements

People Management Skills

41%

Improvements

Change to Maze with Confidence!How the people assessed Maze out of 10

Knowing the Financial Difference Your Training Makes

This was because of our own desire to create both the best marketing material for us and a motivator: we can see the difference we make. It has evolved from the simple Excel spreadsheet in its formative stages in 2005 and since 2008, every Maze course or programme has had an online ROI measurement.

The online process allows a feedback process to assess specific individual change post-training. It usually takes place at 3-month intervals with online assessments being collated and analysed in an executive summary produced for the customer.

It has enabled Maze and our customers to make meaningful changes to the way we design and embed the training.

The Maze Glossary

360 Degree Feedback

When information is provided about an individual from a variety of sources e.g. manager, direct reports, peers, customers etc usually acquired using an Assessment Questionnaire that captures feedback and scores that relate to the knowledge skills and behaviours of that person. The purpose is to obtain a fuller picture of their performance based on their working relationships. The feedback is then more often than not delivered to the individual on a one to one basis to ensure that the output is understood in context and there is the ability to facilitate any further questions or issues.

360 Degree Feedback

When information is provided about an individual from a variety of sources e.g. manager, direct reports, peers, customers etc usually acquired using an Assessment Questionnaire that captures feedback and scores that relate to the knowledge skills and behaviours of that person. The purpose is to obtain a fuller picture of their performance based on their working relationships. The feedback is then more often than not delivered to the individual on a one to one basis to ensure that the output is understood in context and there is the ability to facilitate any further questions or issues.

ABCDE

Assess, Benchmark, Calculate, Decide, Execute

Accelerated Learning

Mainly based on the work of Dr Georgi Lozanov at the University of Sophia in Bulgaria in the 1950’s and 1960’s combining learning theory and whole brain theory (practical experience and a real life context) to achieve a faster way of learning.

Action Learning / Action Learning Sets

Active

ABCDE

Assess, Benchmark, Calculate, Decide, Execute

Accelerated Learning

Mainly based on the work of Dr Georgi Lozanov at the University of Sophia in Bulgaria in the 1950’s and 1960’s combining learning theory and whole brain theory (practical experience and a real life context) to achieve a faster way of learning.

Action Learning / Action Learning Sets

A learning technique performed in groups to enable an individual to learn by questioning and involving others in coming up with proposed actions/solutions to a problem or issue.

Active Learning

A process of learning new ideas, skills, behaviours and attitudes through what we do at work. It is learning from doing and often completed through role play exercises or business simulation.

Added Value

The value that is created to a product or service by delivering over and above that expected by the consumer/ customer’s from their initial expectation.

Alignment

A state of agreement, e.g. in the people context people reaching agreement over an issue, problem etc, or in the context of getting things done, spending time doing the things that result in you achieving what you want to achieve (alignment of the ‘want’ and ‘do’).

Analogy

A cognitive process in which an example of a similar problem or issue is used to map out a new solution.

Aptitude

The ability of a learner to acquire a new skill or potential to acquire a new skill given the opportunity to receive effective training.

Assessment

A measurement process used to assess level of current performance, this could be prior or after training has taken place when measured against learning outcomes or could be used to assess certain behaviours that would demonstrate a learning style preference or preference to approach conflict etc.

Assessment and Development Centres (ADCs)

Often used in the process of recruitment to identify the best possible candidate over others for an appointment and used in personal development to assess how an individual will perform in a given criteria or scenario. Both include a series of tailored exercises that are measured around knowledge, skill, attitude and behaviour that is required for a role or for a future personal development opportunity.

Asynchronous Communications

An interaction with another person that takes place not in real time, an example would be where an email message is sent and stored for when the recipient is in a position to access the message.

Attitude

A positive or negative view on a person, place, thing or situation, often related to our own personal beliefs or experiences. In the training context we try to change attitude by initially changing behaviours.

Originating from studies carried out by Dr Robert Kaplan and David P Norton in the 1990’s it is a technique often used by managers and organisations to clarify their vision and strategy and then translating them into actions by identifying four or more key perspectives from which the organisation’s performance can be measured. The four key measures are:

Financial Perspective

Customer Perspective

Business Process and Learning

Development Perspective

BECKS (Behaviour, Environment, Clarity, Knowledge/Skills)

Becks analysis is used to give clarity on how well a team performs both positively and negatively around each of the four areas:

Behaviour – visible or not so visible actions or behaviours of team members (as a group and individually).

Originating from studies carried out by Dr Robert Kaplan and David P Norton in the 1990’s it is a technique often used by managers and organisations to clarify their vision and strategy and then translating them into actions by identifying four or more key perspectives from which the organisation’s performance can be measured. The four key measures are:

Financial Perspective

Customer Perspective

Business Process and Learning

Development Perspective

BECKS (Behaviour, Environment, Clarity, Knowledge/Skills)

Becks analysis is used to give clarity on how well a team performs both positively and negatively around each of the four areas:

Behaviour – visible or not so visible actions or behaviours of team members (as a group and individually).

Clarity – communication, processes, action plans, project plans, role clarity, who does what in the team etc.

Knowledge and Skill – Competencies, Training needs, Learning, Knowledge Matrix including how this is developed or shared.

Behaviour

The manner of conducting oneself or responding in a situation, in training we try to change behaviour directly connected to the overall learning objectives and outcomes, this would be observable and measurable.

Based on the studies of Dr R Meredith Belbin in 1981 where he defined the roles of a team, they are not personality types, but characteristics that are required within a team, any one person can perform more than one of the roles at a time however some are more compatible than others. The roles are split into three overall areas:

Bite (Byte) Sized Learning

Learning that is delivered/received in small chunks, maximises retention due to our brains ability to only absorb information for a short time.

Blended Learning

Combining of different learning delivery strategies this can include face-to-face, classroom style training, e-learning, distance learning and mentoring or coaching. The course content can be delivered via the web or other digital technologies as well as in presentations, handouts, workbooks etc. the idea of Blended Learning is for the learning to experience a combination of different learning experiences that will increase the richness of the learning experience.

Blue Sky Thinking

A thinking process that is without boundaries, it is used to stimulate open minded thinking encouraging participants to think wide and clear as a blue sky.

Brain

One of the most complex organs in our body, made up of different parts that perform different functions.

Medulla Oblongata – helps control the automatic functions e.g. breathing, heart rate, digestion. Also relays information coming to and from the brain.

Pons – plays a part in our arousal, consciousness and sleep, also involved in controlling our automatic body functions.

Cerebellum – controls movement, helps us to control posture and balance and also helps us to learn movement.

Amygdala – stores and classifies emotionally charged memories and does play a key part in our emotions especially fear.

Hippocampus – key role in memory formation and classifies information in our long term memory.

Hypothalamus – controls our bodily functions including our appetite, thirst and sleep this part also plays a part in controlling our emotions.

Thalamus – another part of the relay station of our brain, it takes our sensory signals such as auditory, visual and touch and helps it to be processed by other parts of our brain. This part also plays a part in out motor control.

Frontal Lobe – this portion of our brain is basically our control and command centre it is responsible for our reasoning, problem solving, judgement and impulses. It helps us to manage our higher emotions such as empathy it is also involved in our motor control and memory.

Parietal Lobe – this part processes our pain and touch sensations and also development of our cognitive skills.

Temporal Lobe – helps us to process sound sensations as well as language, again involved in our emotions, memory and speech.

Occipital Lobe – involved in our visual sensation and processing, it is the part that controls and interprets vision.

Corpus Callosum – located at the centre of the brain it is the neural bridge that connects the two hemispheres of the brain.

Brain Dominance

According to well research theories grown out of the work by Roger W. Sperry in 1981 it is said that each side of the brain controls different types of thinking, Left-brain dominance is considered to prefer logic, reasoning, language and numbers/analytical thinking they tend to think from a–z. Right-brain dominance prefer creative thinking and tasks, being able to see the big picture, like music and expressing and reading emotions, they are more likely to be intuitive and spontaneous, likely to work from z–a. Further explanation can be found in Learning Styles.

Brain Storming

Popularised by Alex Faickney Osborn in 1953 A creative thinking technique that collects lots of potential solutions to a specific issue or problem. By spontaneously generating and capturing lots of ideas (no idea being the wrong idea) it offers a wider perspective and more potential solutions that mat not have been considered.

Buddy/Buddy Scheme

Pairing up an individual with a peer or colleague whose skill or knowledge is greater in an area they require development, this allows real time on the job development.

Buy-in

Signifies the commitment of interest and level of support to a decision or idea that is being proposed.

Cascading Goals

The process of adopting goals at different levels within and organisation or team to ensure there is alignment between organisations objectives and employees activities and goals.

Case Study

A detailed written description of a real life situation that enables participants of a learning event to make a recommendation based on the facts given. Alternatively allows a training organisation to demonstrate through a real life situation that they are able to successfully develop the knowledge, skills and behaviours of people they train.

Causes

What may get in the way of an individuals or an organisations performance these could include lack of skills, knowledge or information, low motivation, working environment and remuneration.

Certification

A process where a participant of a training programme completes the training and is assessed and achieves the minimum pass rate. This can sometimes be marked and authenticated by a third party e.g. ILM.

Change Curve

Cascading Goals

The process of adopting goals at different levels within and organisation or team to ensure there is alignment between organisations objectives and employees activities and goals.

Case Study

A detailed written description of a real life situation that enables participants of a learning event to make a recommendation based on the facts given. Alternatively allows a training organisation to demonstrate through a real life situation that they are able to successfully develop the knowledge, skills and behaviours of people they train.

Causes

What may get in the way of an individuals or an organisations performance these could include lack of skills, knowledge or information, low motivation, working environment and remuneration.

Certification

A process where a participant of a training programme completes the training and is assessed and achieves the minimum pass rate. This can sometimes be marked and authenticated by a third party e.g. ILM.

Change Curve

Originally created by Elizabeth Kubler-Ross in 1969 to illustrate how people deal with the news that they have a terminal illness, the theory is easily translated to how to deliver and communicate difficult messages. The model takes you through a number of emotional phases that a person will feel when receiving bad news they are: Immobilisation – instant shock from receiving the news makes you unable to think. Denial is the second stage of shock when you can’t believe this is happening to you. Anger – angry is this really happening to you. Bargaining – is it my fault that this has happened, what did I do to deserve this, is there a way around this? Depression – it all seems really bleak. Testing – you start to think of the new options for a way forward that you haven’t considered before. Starts to shape what the future could look like. Acceptance – you start to see a clearer path that you can accept and over time you accept the change and the new way forward. We can never completely predict or know how individuals will react however when we are moving into change it is beneficial to consider each phase and put into place a variety of support and communication to help them accept and move through each phase, at the same time accepting that each person may move at a different pace.

Change Management

Is an approach by organisations to shift individuals, teams and the organisation from its current state to a desired/planned future state. More often than not it is supported in a number of ways e.g. workshops, training and conferences etc.

Clarity

Coaching

In the business environment can be one to one or one to many; however it is widely recognised as a learning and development experience that happens more often on a one to one basis. The Coach does not have to have experience of the area/issue they are coaching as they use questioning techniques to facilitate the coaching partners own thought process to identify possible solutions and actions rather than taking on a directive approach. It is one of the most effective forms of personal development.

Coaching Contract

An agreement that is reached at the outset of a coaching session to determine the terms of business, this will include the duration of the coaching (the number of months or weeks the coaching will take place over), number of sessions and length of sessions, the levels of commitment from the coach and coaching partner, confirmation of confidentiality boundaries and respective expectations of suitable outcomes from the sessions.

Cognitive

Comes from the Latin verb congnoso (con ‘with’ + gnoso ‘know’) it is the mental processes that include attention, memory understanding language, solving problems and making decisions.

Cognitive Task Analysis

Task Analysis performed on decision-making or problem-solving activities.

Cognitivists

People who believe that the learning occurs when a learner is able to add a new concept/idea to their own cognitive structure and that a process of recognising the relationships between what they already know and what they are learning.

Collaborative Learning

A method of learning that takes place when a small group work together to develop their own answer through group interaction and reaching of a consensus, however the answer may not be a prescriptive known answer.

Competence or competency

The ability of an individual to undertake and successfully complete defined tasks, often this is described in the workplace as the behaviours required to, complete a job or task. An example of a management competency would be influencing.

Competency Competencies

A description/specification of the knowledge and skills required to perform successfully a particular job role. They can be based on knowledge, skills, attitude values or personal values. Competencies can be acquired through training, development or experience.

Competency Framework

A clear description of an organisation’s culture, functions and the job roles within it, it sets out the competences required to perform each role effectively. This type of framework is more often than not supported by the knowledge requirements and behavioural indicators also required.

Competency Gap

Is the measured shortfall of the relevant competences that are required by an organisation to achieve one or more of its stated aims and objectives.

Conflict Handling Modes – Thomas Kilmann

To deal with conflict it is important to understand what our choices are in any given conflict situation, according to the works of Thomas Kilmann there are five conflict handling modes: competing, collaborating, compromising, accommodating and avoiding. The Thomas Kilmann Instrument allows us to measure the conflict handling modes we are using too much or too little and as a result adapt our style of handling the conflict dependant on each conflict situation.

Consulting

The providing of expert knowledge to a third party for a fee. Consulting is most often used when a company needs an outside, expert opinion regarding a business decision.

Core Competency/ies

The key behaviours demonstrated and measured in the workplace enabling the organisation (and individuals within it) to work within them. Competency is also underpinned by skills and knowledge of the individuals within the organisation.

Corporate Social Responsibility (CSR)

An initiative entered into voluntarily by organisations to allow them to engage with the communities or environment around them in a positive and constructive way, it goes above and beyond the minimum standards and should be seen as a moral obligation to its employees, wider community and share holders.

Counselling

To give professional psychological help and advice on how to cope and move forward from an existing situation that is causing the person discomfort, stress and unhappiness.

Covert Behaviour

A mental activity usually referred to as thinking as it is not directly observable, it may however be inferred by observable overt behaviour.

Critical Incident Technique

The foundations for this technique are said to have been laid by Sir Francis Galton in around 1930, this was then later built on by Colonel John C Flanagan. It is a set of procedures used for collecting observations of human behaviour that have a critical significance either positively or negatively to a, defined criteria. This information is then used to resolve problems through validation and evaluation that will help to develop the future principles.

Culture Change

Making a conscious change to the culture of an organisation from what it is currently to something new, it maybe done as a result of a merger or take over or a need to move the business on so as it is equipped to deal with different set of circumstances. It is likely to start, support and maintain this change that an organisation will carry out a launch to the new culture, along with workshops and training to deliver and embed the change.

Customer Management System

Is a digital process mainly used by organisations hugely reliant on their customers, it is one central shared digital system for collecting organised customer information and data that gives the history and buying habits of those customers, this information is then used to help build long lasting, profitable relationships.

The Six Hats Thinking was designed by Edward de Bono to help contextualise ideas in a more lateral way with our way of thinking. Each of the six different coloured hats (White, Green, Blue, Black, Yellow and Red) represent different characteristics, by wearing one of the coloured hats you can then look at any issue from a different perspective by taking on that role and characteristic. It is an excellent creative thinking tool that works really well with a team and effective in demonstrating the importance of being able to consider an issue from a number of different ways.

Decay Rate

The amount of time it takes a participant of training to forget what they have learned. The rate of decay can be slowed when the new skills and behaviours are practised and used when returning to their role.

Deficiency

The Six Hats Thinking was designed by Edward de Bono to help contextualise ideas in a more lateral way with our way of thinking. Each of the six different coloured hats (White, Green, Blue, Black, Yellow and Red) represent different characteristics, by wearing one of the coloured hats you can then look at any issue from a different perspective by taking on that role and characteristic. It is an excellent creative thinking tool that works really well with a team and effective in demonstrating the importance of being able to consider an issue from a number of different ways.

Decay Rate

The amount of time it takes a participant of training to forget what they have learned. The rate of decay can be slowed when the new skills and behaviours are practised and used when returning to their role.

Deficiency

Failure to meet the prescribed performance standard or competency results in a deficiency.

Development

Training people to acquire new knowledge skills and behaviours that result in them being able to complete their objectives and tasks more effectively and profitably.

Disney Thinking

Walt Disney used a Creativity Strategy called ‘Disney Thinking’ to look at any scene from three physical locations he labelled them: Dreamer, Realist, Critic. Each position adopts a different physical stance, adopting this stance encourages you to think in a specific way, this enables you to become more flexible, gain understanding from a different perspective and increase creativity.

Distance Learning

A way of learning that does not require the participant to attend a course or workshop that is face to face. A variety of media may be used, including online delivery of materials, allowing time flexibility around other commitments and not having to travel to a training venue, telephone coaching can also be used to support distance learning.

DMAIC

Pronounced ‘Duh-MAY-ick’ is a structured problem solving methodology used in Six Sigma improvement (see Six Sigma) it has five phases, they are:

Define – specifically the problem and the project goals.

Measure – the current key processes and collect all relevant data.

Analyse – the data to verify the cause and effect relationships, seek out the root causes of any defect you choose to investigate, this could be done using Fishbone Thinking (see Fishbone Thinking).

Improve – the current processes using an implementation plan to ensure all project goals identified are included. In this phase you may also use pilot runs to ensure actual capability.

Control – ensures that any changes and deviations from the targets are corrected and that opportunities for projects lessons are applied and continuously monitored.

Efficiency

Efficient

E-learning

A method of personal development delivered or enabled using electronic technology. It allows pass/fail assessment and time flexibility around participants other commitments.

EEC

A feedback tool that structures the positive or negative feedback to focus on the facts rather than the emotional feelings.

Example – a tangible example of what you want to specifically give feedback on.

Effect – what effect is this having on the individual, Manager, Team, Organisation or Customer.

Change – what you would like then to ‘change’ about there behaviour or actions to improve the situation.

Or Continue what you would like them to ‘continue’ and do more of.

Effective

Being successful in achieving the intended or desired result.

Efficiency

Measures how well someone is performing relative to expectations.

Efficient

Performing in the best possible way with the minimum waste of time, effort and energy having used their network, knowledge and skills.

ELearning 2.0

Learning through digital connections and peer collaboration. It is driven by the technologies of Web 2.0 due to it being an extension of the term “Web 2.0.” Learners become empowered to search, create, and collaborate information. It differs from traditional eLearning (sometimes called “eLearning 1.0”) by encouraging everyone to contribute in creating and sharing information and their experiences.

Emotional Intelligence

A term that became well known from the Emotional Intelligence book in 1995 by Daniel Goleman, Emotional Intelligence, or EQ, describes the understanding individuals have of themselves and other people, their feelings and motivations. It is a contrast to Eysenck’s Intelligence Quotient, or IQ, which focuses on logic and process.

Evaluation

A process of assessing both subjective (opinion) and objective (fact) information to demonstrate achievement that the learning evaluated has been effective. Evaluation can also encourage improvements to the design and delivery of training, diagnose future training needs (skills and knowledge gaps) and further self development.

Experiential Learning

A training activity that allows the learner to experience and practise job related tasks during a training event e.g. business simulation.

Extranet

A computer network that allow controlled access from the outside for specific business or learning purpose. In the business environment it can be an extension of an organisations Intranet that is extended for selected external users e.g. partners, suppliers etc.

Facilitation

A technique used to enhance the learning experience and improve its success, by drawing on the knowledge of participants and building upon this to fill in any gaps knowledge and skills gaps.

Facilitator

A person who leads a training event by delivering the appropriate and required theory and content by establishing through questioning what they already know, listening to their current level of understanding and providing suggestions, alternatives and resources and solutions.

Feedback

Providing other people with feedback on their actions, attitude and behaviour in order for them to continue doing more of what is good, doing what they should be doing and changing what they are not doing correctly/effectively. There are a number of effective feedback models; a simple and highly effective one is EEC – Example, Effect, Change or Continue.

Fishbone Thinking

Based on the work of Dr Kaora Ishikawa it is a technique to identify the

Facilitation

A technique used to enhance the learning experience and improve its success, by drawing on the knowledge of participants and building upon this to fill in any gaps knowledge and skills gaps.

Facilitator

A person who leads a training event by delivering the appropriate and required theory and content by establishing through questioning what they already know, listening to their current level of understanding and providing suggestions, alternatives and resources and solutions.

Feedback

Providing other people with feedback on their actions, attitude and behaviour in order for them to continue doing more of what is good, doing what they should be doing and changing what they are not doing correctly/effectively. There are a number of effective feedback models; a simple and highly effective one is EEC – Example, Effect, Change or Continue.

Fishbone Thinking

Based on the work of Dr Kaora Ishikawa it is a technique to identify the possible root causes or problems before considering the solutions. It has the advantage that it can be used with people who are involved in solving the problem, or it can be displayed in a public area where you can gather the views of people. Provides a rich source of information and helps to generate commitment from all levels within an organisation.

Flexible Working

An organisation’s opportunity to offer its employees a range of working options to allow them to structure their week in a non-traditional way, e.g. part-time working, variable hours/flexi-time, job sharing, working from home, etc.

Focus Group

A temporary group of people that are brought together to offer insight and opinion to a topic or issue to give a wider perspective, it is often used if an organisation is considering a form of change or a new initiative to give a wider perspective of issues or questions they will need to provide answers to.

Formal Learning

Not to be misunderstood as a formal way of learning happening, formal learning means that the person learning has their learning objectives set by the training department or organisation as appose to informal learning where the person sets their own learning objectives.

Gantt Charts

Based on Henry Gantt’s contribution to management processes for which he was awarded a medal in 1929, it is a tool for planning and scheduling projects to assess the length a project will take, the order in which the project needs to be carried out, the dependencies between tasks and possible conflicts. It also determines the resources required and allows you to monitor progress and identify immediately what will have been achieved by a given time and therefore highlights where the project may need to be bought back on track.

Generation X

A label attributed to people born during the 1960s and 1970s. Members of Generation X are often described as cynical or disaffected, though this reputation obviously does not apply to all people born during this era. This generation has an increased understanding of technology, having grown up during the age of computers.

Generation Y

Gantt Charts

Based on Henry Gantt’s contribution to management processes for which he was awarded a medal in 1929, it is a tool for planning and scheduling projects to assess the length a project will take, the order in which the project needs to be carried out, the dependencies between tasks and possible conflicts. It also determines the resources required and allows you to monitor progress and identify immediately what will have been achieved by a given time and therefore highlights where the project may need to be bought back on track.

Generation X

A label attributed to people born during the 1960s and 1970s. Members of Generation X are often described as cynical or disaffected, though this reputation obviously does not apply to all people born during this era. This generation has an increased understanding of technology, having grown up during the age of computers.

Generation Y

The generation of people born during the 1980s and early 1990s. The name is based on Generation X, the generation that preceded them. Because children born during this time period have had constant access to technology (computers, cell phones) in their youth, they have required many employers to update their hiring strategy in order to incorporate updated forms of technology.

Goal

The desired result or outcome a person proposes or commits to based on what they ultimately want to achieve.

GROW Model

John Whitmore developed the GROW model, it is used by individuals and organisations as a coaching method. GROW is an acronym for Goal, Current Reality, Options and Will – they are seen by Whitmore as the four key components of a coaching session. GROW is also some times seen as TGROW, this was an adaptation by Miles Downey who introduced T which stands for Topic.

G Goals What do you want?R Reality What is happening now?O Options What could you do?W Will What will you do?

Hard Skills

The skills needed to perform where specific job requirements are set out and well defined in terms of actions to be taken and expected outcomes e.g. ‘how to’ tasks.

Hierarchical Task Analysis

Is one of the most common forms of Task Analysis in which steps taken to perform a task are analysed in the order in which they must be completed for the task to be achieved.

Human capital

The measured total of knowledge skills, attitudes and competencies of the employees within an organisation. It is capital owned by those individuals and ultimately if not captured if they leave you lose the Human Capital. It can however be renewed with a related cost.

Human Resources (HR)

A group of people within an organisation that oversee the organisation’s human resource this will include selection and recruitment, talent management, redundancy and disciplinary, diversity and in some cases learning and development.

Icebreakers

Exercises or games used by trainers and facilitators at the start of a course, workshop or event, designed to introduce the delegate/learners to each other, encourage participation and overcome any nervousness about the training.

Informal Learning

Not to be misunderstood as an informal way of the learning happening, informal learning means that the person learning sets their own learning objectives appose to formal learning when the training department or organisation set the objectives.

Instructor

An individual who imparts knowledge or information to learners in a structured manner by presenting information, directing structured leaning experiences, and managing group discussions and activities.

Instructor Led Training (ILT)

A training course or programme facilitated by an instructor (see Instructor), normally in classroom or through a web-based conference system.

Intelligence Quotient (IQ)

Is a score derived from a standardised logic and process test designed to assess and measure a person’s intelligence. The abbreviation IQ

Icebreakers

Exercises or games used by trainers and facilitators at the start of a course, workshop or event, designed to introduce the delegate/learners to each other, encourage participation and overcome any nervousness about the training.

Informal Learning

Not to be misunderstood as an informal way of the learning happening, informal learning means that the person learning sets their own learning objectives appose to formal learning when the training department or organisation set the objectives.

Instructor

An individual who imparts knowledge or information to learners in a structured manner by presenting information, directing structured leaning experiences, and managing group discussions and activities.

Instructor Led Training (ILT)

A training course or programme facilitated by an instructor (see Instructor), normally in classroom or through a web-based conference system.

Intelligence Quotient (IQ)

Is a score derived from a standardised logic and process test designed to assess and measure a person’s intelligence. The abbreviation IQ comes from the German term Intelligenz-quotient originally coined by the psychologist William Stern.

Interactive Training

The overall term that includes both computer-based and multimedia training.

Internet-Based Training

Delivery of training content delivered via a Web browser over the internet or intranet. It also provides links to other learning resources available outside of the course, such as reference documents and emails, and live discussion groups. It is also referred to as E-Learning.

Intranet

The online means in which an organisation makes available its training, development and human resources support (see Learning Management System).

Job Description

A technique developed and used by Joseph Luft and Harry Ingham in California in 1955 to help people improve self-awareness, mutual understanding and relationships between themselves and others. The model includes four ‘windows’ to represent the location of ideas and information available, within a group of people. Helps to develop a leader’s role through self awareness and by increasing the Public Window will deliver greater mutuality.

Public Information that is KNOWN or SHARED by all parties. Clarity in what you want and what others want.

Hidden Information YOU know but OTHERS DO NOT. Others cannot use information they do not have.

Job Description

A technique developed and used by Joseph Luft and Harry Ingham in California in 1955 to help people improve self-awareness, mutual understanding and relationships between themselves and others. The model includes four ‘windows’ to represent the location of ideas and information available, within a group of people. Helps to develop a leader’s role through self awareness and by increasing the Public Window will deliver greater mutuality.

Public
Information that is KNOWN or SHARED by all parties.
Clarity in what you want and what others want.

Hidden
Information YOU know but OTHERS DO NOT.
Others cannot use information they do not have.

Blind Spot
Information OTHERS KNOW but YOU DO NOT.
Cannot address what you do not know.

Kaizen

Means ‘improvement’, or ‘change for the better’ in Japanese and refers to philosophy or practices that focus upon continuous improvement of processes in manufacturing, engineering, game development, and business management (see Six Sigma). Embedding Kaizen into the workplace defines that the organisation and all of its people will work towards continuously improving its processes to reduce waste and cost (efficiency and productivity). The process of Kaizen is embedded into Toyota and it has for many years now been a role model example of the results it can enable an organisation to achieve.

Key Performance Indicators (KPI’s)

The measurement indicators that are in place in an organisation to measure individual and or group performance.

Key Responsibility Areas (KRA’s)

These are areas of performance that an individual or group is responsible for achieving, they are normally defined in a Job Description or through organisational Values and Behaviours.

Kirkpatrick Four Levels of

Kaizen

Means ‘improvement’, or ‘change for the better’ in Japanese and refers to philosophy or practices that focus upon continuous improvement of processes in manufacturing, engineering, game development, and business management (see Six Sigma). Embedding Kaizen into the workplace defines that the organisation and all of its people will work towards continuously improving its processes to reduce waste and cost (efficiency and productivity). The process of Kaizen is embedded into Toyota and it has for many years now been a role model example of the results it can enable an organisation to achieve.

Key Performance Indicators (KPI’s)

The measurement indicators that are in place in an organisation to measure individual and or group performance.

Key Responsibility Areas (KRA’s)

These are areas of performance that an individual or group is responsible for achieving, they are normally defined in a Job Description or through organisational Values and Behaviours.

Kirkpatrick Four Levels of Evaluation

In 1959 Donald Kilpatrick created a model to evaluate learning, it is based on 4 levels of attainment:

Level 1 – is the reaction of student (what they thought and felt about training).

Level 2 – is the learning (the resulting increase in knowledge or capability).

Level 3 – is the behaviour (the extent of behaviour and capability improvement this also covers implementation/application in the workplace).

Level 4 – is the results (the effects on organisation or environment resulting from the participants performance).

Knowledge

What is known specifically by an individual to effectively accomplish their job or tasks, this is often the technical element of a delivery in a role.

Leadership

To be a leader and take on a leadership role (the person ultimately accountable) requires that person to have followers those working with and for them to deliver theirs and the organisations vision and strategic objectives.

Learning

A relatively permanent change in behaviour that can be measured, the learning occurs by gaining new knowledge and skills from learning, study, instruction or training.

Learning & Development (L&D)

Is the management, provision and facilitation of learning and development of individuals, teams and organisations.

Learning Activities

Events, workshops or exercises that are intended to promote learning.

Learning Analysis

Analysis of each task or competency area to determine what the learner should be able to do upon completion of training and how well they must be able to do it, this includes what skills and knowledge they must be taught in order to meet the end-of-training requirement.

Learning Content Management System (LCMS)

Leadership

To be a leader and take on a leadership role (the person ultimately accountable) requires that person to have followers those working with and for them to deliver theirs and the organisations vision and strategic objectives.

Learning

A relatively permanent change in behaviour that can be measured, the learning occurs by gaining new knowledge and skills from learning, study, instruction or training.

Learning & Development (L&D)

Is the management, provision and facilitation of learning and development of individuals, teams and organisations.

Learning Activities

Events, workshops or exercises that are intended to promote learning.

Learning Analysis

Analysis of each task or competency area to determine what the learner should be able to do upon completion of training and how well they must be able to do it, this includes what skills and knowledge they must be taught in order to meet the end-of-training requirement.

Learning Content Management System (LCMS)

An online management system used to manage learning content. This a platform for subject matter experts and role models to create and host reusable content to avoid duplication of development and captures the best practise to avoid brain drain (people leaving and taking their best practise and expertise with them).

Learning Curve

A measurement curve (graph) reflecting the rate of improvement in performing a new task as a learner practices and uses their newly acquired skills.

Learning Decay

Is the decrease of learned knowledge and skills over a period of time, decay can simply be caused by lack or practise when back in the workplace.

Learning Management System (LMS)

Software that has the ability to track, deliver and manage training and development. In many organisations it encourages learning driven development by providing navigation and access to available training both on and off line. It is also used as a reference point for other learning available e.g. library, CD’s, DVD’s etc, recording of what each person has completed linking into organisational performance management.

Learning Needs Analysis (LNA)

Will monitor and assess an organisations capabilities and performance, alongside any available skills/knowledge/competence to identify the learning requirements of the organisation and its employees.

Learning Needs Survey

Is a method for conducting a Learning Needs Analysis to establish the needs of individuals and the organisation. A questionnaire is completed by all of the employees and/or customers/contacts of an organisation to determine where the areas of improvement are needed and this determines its learning needs.

Learning Objective

A statement of what the learners will be expected to do when they have completed a specified course or programme.

Learning Organisation

An organisation committed to training and developing all of their staff as part of its overall organisational development strategy, to deliver and satisfy business demands/needs to achieve success.

Learning Outcomes and Learning Objectives

Pre-determined goals specified before a learning event commences to measure the relative success of the event.

Learning Portal

Any Website that offers learners or organisations consolidated access to learning and training resources from multiple sources.

Learning Styles – Honey and Mumford

An individual’s preference to using one’s cognitive abilities and physiological factors that serve as relatively stable indicators of how they perceive, interact with, and respond to the learning environment. There are two main characteristics of learning they are – right brain (intuitive, spontaneous, qualitative) and left brain (factual, analytical and quantitative), the third is whole brain which as it says uses the whole brain and therefore there is little preference to the way they learn and an example of a whole brain person was Walt Disney.

In 1982 research completed on Learning Styles by Peter Honey and Alan Mumford concluded that from the right and left characteristics of the brain there comes 4 main learning styles, the style an individual prefers to learn in is directly linked to the type of personality they have.

Right brain dominance will be demonstrated by an Activist or Pragmatist learning style – they will prefer pictures, mind maps, might be doodlers, will respond to humour and may be animated people. They can work from Z-A. Left brain dominance will be demonstrated by a Reflector or Theorist learning style – they will like to see an agenda, like logic sequencing and detail, be organised and methodical. They can work from A-Z.

Learning Style: Activist – likes to be involved in new experiences and are enthusiastic about new ideas. They enjoy doing things and tend to act first and consider the implications afterwards. They are unlikely to prepare for the learning experience or review their learning afterwards.
Activists learn best when: involved in new experiences, problems and opportunities, working with others in team tasks or role-playing, being thrown in the deep end with a difficult task, chairing meetings, leading discussions.
Activists learn less when: listening to lectures or long explanations, reading, writing or thinking on their own, absorbing and understanding data, following precise instruction to the letter.

Learning Style: Pragmatist – are eager to try things out. They like concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth.
Pragmatists learn best when: there is a link between the topic and job, they have the chance to try out techniques, they are shown techniques with obvious advantages such as saving time, they are shown a model they can copy.
Pragmatists learn less when: there is no obvious or immediate benefit that they can recognise, there is no practice or guidelines on how to do it, there is no apparent benefit to the learning, the event or learning is ‘all theory’.

Learning Style: Reflector – like to view the situation from different perspectives. They like to collect data, review and think carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own.
Reflectors learn best when: observing individuals or groups at work, reviewing what has happened and thinking about what they have learned, producing analysis and reports doing tasks without tight deadlines.
Reflectors learn less when: acting as leader or role-playing in front of others, doing things with no time to prepare, being thrown in at the deep end, being rushed or worried by deadlines.

Learning Style: Theorists – like to adapt and integrate observations into complex and logically sound theories. They think problems through step-by-step. They tend to be perfectionists who like to fit things into a rational scheme.
Theorists learn best when: put in complex situations where, they have to use their skills and knowledge, they are in structured situations with clear purpose, they are offered interesting ideas or concepts even though they are not immediately relevant, they have the chance to question and probe ideas.
Theorists learn less when: they have to participate in situations which emphasise emotion and feelings, the activity is unstructured or briefing is poor, they have to do things without knowing the principles or concepts involved, they feel they’re out of tune with other participants, e.g. people with different learning styles.

Lifelong Learning

The concept of ‘continuous personal development’ through a learners self-actualised learning.

LOT (Listen, Open Questions, Timing)

A simple tried and tested answering strategy for achieving better outcomes from influencing when faced with objections.

L – Listen to what is really being said.

O – Open Questions will help you understand what lies beneath an objection.

M-Learning (Mobile Learning)

The process of e-learning through a mobile device, such as an mp3 player (iPod), smart phone portable computer, or iPad. As the title says it is mobile learning and as such needs no fixed or predetermined location.

Management

The overall function of a manager to organise develop and work with others to achieve common goals and objectives

Maslow’s Hierarchy of Needs

A theory in psychology proposed by Abraham Maslow in 1943 in his paper on ‘Theory of Human motivation’ it describes the way in which humans’ basic needs are supplanted by ‘higher needs’ once they have been satisfied. The four ‘lower needs’ are grouped under the term ‘deficiency needs’ and include physiological (e.g. eating, drinking, breathing etc), safety (e.g. physical security, employment, health etc), love and belonging (e.g. friendship and family), and esteem (e.g. respect, self-respect etc) needs. The ‘higher needs’ are also known as ‘growth needs’

M-Learning (Mobile Learning)

The process of e-learning through a mobile device, such as an mp3 player (iPod), smart phone portable computer, or iPad. As the title says it is mobile learning and as such needs no fixed or predetermined location.

Management

The overall function of a manager to organise develop and work with others to achieve common goals and objectives

Maslow’s Hierarchy of Needs

A theory in psychology proposed by Abraham Maslow in 1943 in his paper on ‘Theory of Human motivation’ it describes the way in which humans’ basic needs are supplanted by ‘higher needs’ once they have been satisfied. The four ‘lower needs’ are grouped under the term ‘deficiency needs’ and include physiological (e.g. eating, drinking, breathing etc), safety (e.g. physical security, employment, health etc), love and belonging (e.g. friendship and family), and esteem (e.g. respect, self-respect etc) needs. The ‘higher needs’ are also known as ‘growth needs’ and include self-actualisation (i.e. to strive to achieve) and self-transition (i.e. spiritual needs).

Needs Analysis

A method used to determine training needs by reviewing work tasks, identifying performance factors and objectives, and defining training objectives and recommendations.

Neuro-linguistic Programming (NLP)

An approach to communication, personal development and psychotherapy created in the 1970s. The title refers to a stated connection between the neurological processes (”neuro”), language (”linguistic”) and behavioural patterns that have been learned through experience (”programming”) and can be organised to achieve specific goals in life.

Needs Analysis

A method used to determine training needs by reviewing work tasks, identifying performance factors and objectives, and defining training objectives and recommendations.

Neuro-linguistic Programming (NLP)

An approach to communication, personal development and psychotherapy created in the 1970s. The title refers to a stated connection between the neurological processes (”neuro”), language (”linguistic”) and behavioural patterns that have been learned through experience (”programming”) and can be organised to achieve specific goals in life.

Objective

Something a person focuses their efforts and actions on to achieve or accomplish for example a specific goal or target they wish to achieve through a series of goals and tasks.

On-the-Job-Training (OJT)

Formal training for learning new skills and knowledge needed to perform a job, this training takes place in the actual work place ‘on the job’ this is often delivered by a manager or peer and more often than not on a one to one basis.

One-to-Many Training

Training/learning delivered to more than one delegate/learner in workshop, group or classroom format (group training).

One-to-One Training

Training/learning that is delivered to only one participant/learner at a time e.g. mentoring.

OODA Loop

This practical model outlines a four point decision loop that supports quick, effective and proactive decision making.

Observe - collect current information,

Orient – analyse the information you have and update your current reality,

Objective

Something a person focuses their efforts and actions on to achieve or accomplish for example a specific goal or target they wish to achieve through a series of goals and tasks.

On-the-Job-Training (OJT)

Formal training for learning new skills and knowledge needed to perform a job, this training takes place in the actual work place ‘on the job’ this is often delivered by a manager or peer and more often than not on a one to one basis.

One-to-Many Training

Training/learning delivered to more than one delegate/learner in workshop, group or classroom format (group training).

One-to-One Training

Training/learning that is delivered to only one participant/learner at a time e.g. mentoring.

OODA Loop

This practical model outlines a four point decision loop that supports quick, effective and proactive decision making.

Observe – collect current information,

Orient – analyse the information you have and update your current reality,

Decide – what will be your course of action,

Act – follow through on your decision.

With this approach the faster you can move through the phases the better and when you have acted you can repeat the loop by observing the results of your actions etc.

Overt Behaviour

Participative Design

A process used where training design is achieved by the participation of other functions and departments to enhance the design and buy-in by key stakeholders.

Passive Learning

Learning where no feedback is given to a user’s response.

Perceptual Modality

The learning style that refers to the primary way our bodies take in and perceive information; visual, auditory, kinaesthetic, and tactile (VAK).

Performance

The accomplishment of an objective or task, in accordance with a set standard of completeness and accuracy.

Performance Gap

The demonstrable gap that exists between desired and actual performance.

Performance Improvement

A systematic process of discovering and analysing human performance improvement gaps, planning for future improvements in human performance, designing and developing interventions to close performance gaps, implementing the interventions, and evaluating the financial and non-financial results.

Performance Improvement Plan (PIP)

A plan used to structure performance improvement objectives where you are trying to avoid formal

Participative Design

A process used where training design is achieved by the participation of other functions and departments to enhance the design and buy-in by key stakeholders.

Passive Learning

Learning where no feedback is given to a user’s response.

Perceptual Modality

The learning style that refers to the primary way our bodies take in and perceive information; visual, auditory, kinaesthetic, and tactile (VAK).

Performance

The accomplishment of an objective or task, in accordance with a set standard of completeness and accuracy.

Performance Gap

The demonstrable gap that exists between desired and actual performance.

Performance Improvement

A systematic process of discovering and analysing human performance improvement gaps, planning for future improvements in human performance, designing and developing interventions to close performance gaps, implementing the interventions, and evaluating the financial and non-financial results.

Performance Improvement Plan (PIP)

A plan used to structure performance improvement objectives where you are trying to avoid formal action. It gives the opportunity for the under performer to improve in areas that have been identified as a cause for concern and where there is a required improvement to achieve the desired and acceptable level or performance.

Performance Measures

Actions that can be objectively observed and measured to determine if a person has performed them to the required standard.

Performance Objective

A predetermined criteria used for prescribing the desired level of performance, this is a generic term and may be either a criterion objective or an enabling objective.

Performance/Systems Analysis

The name given to the process of identifying learning needs using the analysis of business needs.

Person Specification

This specification will often sit alongside a Job Specification used for recruitment, it should profile the characteristics of the ideal person for the job.

Personal Development Plan

The output of a Personal Development Review (see Personal Development Review) it is a commitment to a series of development objectives that are driven from a number of sources they are likely to sit under Personal and Business. The Personal objectives will include those that relate to competencies and behaviours and Business ones are likely to relate to Strategic Aims and objectives and the overall Business or department objectives.

Personal Development Review

An annual review meeting to appraise the year’s performance against set criteria e.g. competencies and behaviours, this could involve numerical scoring. The review meeting will be proceeded by the reviewee and the reviewer collecting evidence to demonstrate their opinion on the level of performance or lack of performance in order for them to have a meaningful discussion. The output of the review will be the creation of a Performance Development Plan.

Pilot

A Pilot will sometimes be run with a sample of the target participants to tryout the training course, programme or workshop, this provides the opportunity to measure its effectiveness, review and change exercises and timings to ensure a fit for purpose roll out to the wider audience.

Podcasting

The syndicated distribution of audio files may also include any media, such as video and written materials. In learning, podcasts are a useful way of distributing formal and informal content.

Practical Exercise

A technique used during a training session that permits participants to acquire and practice the knowledge, skills, and attitudes necessary to successfully perform one or more training objectives.

Practice

Repeated and systematic performance of a job or task to gain the required skills to perform proficiently.

Psychological Type Theory – Carl Jung

Carl Jung was a Swiss psychiatrist and the founder of analytical psychology, he developed the theory of Psychological Types, which explained behaviours based on mental processes, and the differences between these from individual to individual. Jung’s work was built upon by Katherine Myers and Isabella Briggs in the Myers Briggs Personality Type Indicator®. Jung considered individuation, the psychological process of integrating the opposites, including the conscious with the unconscious whilst still maintaining their relative autonomy that is central to human development, the four dimensions are ‘extroversion and introversion’, ‘sensing and intuition’, thinking and feeling’ and ‘judging and perception’ on each dimension people tend to have preferences towards one end of the scale or the other, but we can all use all of the functions when necessary.

Psychometric Testing

The word ‘Psychometric’ originates from the Greek words for mental and measurement and a Psychometric Testing is used to measure a persons mental ability and personality. It is commonly used as a part of the recruitment process to establish greater insight into the applicant many companies also find that this is another part of offering consistency in the recruitment process and at times they can be looking for a specific outcome that they feel is a more fitting profile for the role applied for. It is not usually used in isolation.

Role Model Profile

Scenario-based Task Analysis

An analysis performed for management and leadership tasks where steps taken are difficult to define or observe.

Schema

In learning psychology, the way in which a human processes, stores and “recreates” information coming into the brain.

Secondments

A timed work placement which can takes place either internally or externally to another organisation. Secondments are used to broaden a person’s knowledge and help them gain more experience and skills.

In 1989 Stephen R. Covey published a book that described an approach to being effective in attaining goals by aligning oneself to what he called ‘true north’ principles of character. It has since been published in many countries and has sold more than 25 million copies.

The book initially introduces the concept of a paradigm shift and change in mindset and psychologically how two people can see the same thing differently. Each chapter of

Scenario-based Task Analysis

An analysis performed for management and leadership tasks where steps taken are difficult to define or observe.

Schema

In learning psychology, the way in which a human processes, stores and “recreates” information coming into the brain.

Secondments

A timed work placement which can takes place either internally or externally to another organisation. Secondments are used to broaden a person’s knowledge and help them gain more experience and skills.

In 1989 Stephen R. Covey published a book that described an approach to being effective in attaining goals by aligning oneself to what he called ‘true north’ principles of character. It has since been published in many countries and has sold more than 25 million copies.

The book initially introduces the concept of a paradigm shift and change in mindset and psychologically how two people can see the same thing differently. Each chapter of the book is dedicated to one of the Habits, the first three chapters encouraging the reader to move from dependence to independence. They are:

The next three Habits relate to interdependence (working with others)
Habit 4 – Think Win-Win,
Habit 5 – Seek First to Understand, then be Understood,
Habit 6 – Synergise.

The final Habit relates to self-rejuvenation
Habit 7 – Sharpen the Saw.

Shadowing

A learning technique used whereby a more experienced or knowledgeable individual allows someone with less experience/knowledge to observe and/or participate in their daily tasks by following and observing them in action and as a result developing the individual skills and building confidence. Pairing up an individual with a peer or colleague whose skill or knowledge is greater in an area they require development, this allows real time on the job development.

Simulation

Any representation or imitation of what the reality is. Often used to simulate a strategy or situation such as problem solving, participants are given a scenario/s that enables them to take on role/s and tasks to deliver a series of objectives. There actions and performance is observed and analysed to give them feedback of their performance. It provides a safe environment to use practical real life skills and is especially valuable in situations where an error or mistake could be dangerous or costly to an organisation.

Six Sigma

This management strategy originated in 1986 when Motorola were driven toward reducing defects and they saw this could be achieved by minimising the variation in production processes, it was also used by General Electric in 1995 as part of their business strategy, one of the most famous users of Six Sigma is Toyota. Six Sigma seeks to improve the quality of process outputs by identifying the causes of errors/defects and minimising the varying standards of manufacturing and business processes. It is in fact delivered through a series of quality management methods and by developing individuals into experts in the methods within the organisation, they are known as Black Belts, Green Belts etc. Each project that is taken through Six Sigma follows a defined sequence of steps and has quantified financial targets (cost reduction/increased profit). One of the tried and tested effective project processes used in Six Sigma is DMAIC (see DMAIC).

Skill

The ability to perform an activity that contributes to the effective performance of a task.

Skills Matrix

A method of analysing team or departmental learning requirements by comparing business requirements alongside the names of team members to illustrate competence against the range of required technical and soft skills. As each member attains a suitable level of proficiency they can be ‘ticked off’ against each of the skills.

Soft Skills

As opposed to hard skills. They are business skills more related to competencies rather than skills, not of a technical nature, examples of this would interpersonal skills, decision making and coaching.

Stakeholders

Parties involved in an initiative or activity with a meaningful interest in its outcome.

Step change

An observable difference that has taken place in a non-continuous way (i.e. as a direct result of a learning/training).

SWOT (Strengths, Weaknesses, Opportunities, Threats)

A tool used for assessing a situation relating to a person, team, department or organisation. By asking and recording what the strengths, weaknesses, opportunities and threats are of the point in question, you will gain a wider view on the areas that require strengthening, removing, changing and building on. It is an excellent team activity for those participating to make a valuable contribution, is also looks at a situation from different perspectives.

T Grow Model

Miles Downer introduced a T standing for Topic to the well known GROW model that was developed by John Whitmore, it is used by individuals and organisations as a coaching method. GROW is an acronym for Goal, Current Reality, Options and Will – they are seen by Whitmore as the four key components of a coaching session.

Talent Management

An organisations commitment to support and develop there talented individuals or those who have been identified as future Director potential. Alternatively it could mean how the talent of the organisation is managed in order to fulfil the future needs of that organisation.

Task

An element of work that is completed to achieve a larger objective or goal, it has a start and end point and it is ultimately what you do to change the outcome.

Task Analysis

A method of identifying measurable behaviours involved in the performance of

T Grow Model

Miles Downer introduced a T standing for Topic to the well known GROW model that was developed by John Whitmore, it is used by individuals and organisations as a coaching method. GROW is an acronym for Goal, Current Reality, Options and Will – they are seen by Whitmore as the four key components of a coaching session.

Talent Management

An organisations commitment to support and develop there talented individuals or those who have been identified as future Director potential. Alternatively it could mean how the talent of the organisation is managed in order to fulfil the future needs of that organisation.

Task

An element of work that is completed to achieve a larger objective or goal, it has a start and end point and it is ultimately what you do to change the outcome.

Task Analysis

A method of identifying measurable behaviours involved in the performance of each task in a particular job, broken down by the skills, knowledge and attitudes required to successfully perform each one.

Task Inventory

A method of analysis in which a job is broken down into a series of tasks, as a whole they result in the accomplishment of a stated objective. Tasks should have a beginning and an end and constitute a measurable component of a specific job. Inventories can be compiled for each job in a department or for the organisation as a whole.

Test

A technique used to measure the performance, skill level, or knowledge of a specific subject matter. It usually involves quantification of results – a number that represents an ability or characteristic of the person being tested.

Total Quality Management (TQM)

The TQM System was originally developed by a number of American Management Consultants including W Edwards Deming, Joseph Juran and AV Feigenbaum, soon after in Japan it was embraced and seen as a way of developing manufacturing excellence. TQM is a philosophy for continuously improving the quality of products and processes. It functions on the premise that the quality of products and processes is the responsibility of everyone who is involved in the creation and consumption of the product or service this included the management, workforce, suppliers and customers, the idea being that through continuous improvement there is the ability to exceed customer expectations. Some of you may have heard of Six Sigma, this is a newer concept to TQM (see Six Sigma).

Trainer

A person who directs learners through a variety of learning theories and methods to make them more proficient in skills and tasks using instruction, coaching and facilitating techniques to deliver a set of agreed learning objectives.

Training

Learning that is delivered to improve people’s knowledge, skills and behaviours in the way they perform their present job.

Training Cycle

An established model that describes the process an organisation takes to identify its organisational goals, gaps in performance, training needs, design, plan and training delivery, assess learners and evaluate the outcome of the events success. These elements are a continuum to demonstrate the inter-relationship between each stage.

Training Needs Analysis

A process used to analyse the individual, group and organisational training needs often defined and calculated from Personal Development Plans and Annual Review data, based on the need identified to improve levels of competence and performance.

Transactional Analysis (Ego States)

In the 1950’s psychologist Eric Berne developed the concept of Interpersonal Styles, his research identified that there are 3 types of behaviour Parent, Adult and Child. According to Berne, Adult state is in evidence when we are operating in the here and now; we process information rationally and make decisions about how to act. Parent & Child are archaic i.e. it is based on information we have seen or done in our past. Parent state – is in evidence when we are replaying behaviour, thoughts or feelings that we have learned from someone else in our past. Child state – is in evidence when we are replaying behaviour, thoughts or feelings that we ourselves experienced in the past. To be a more skilled communicator you need to identify quickly which of these behaviours is at play and select the complementary way to communicate back with them.

Transfer of Learning

The successful implementation and application of new skills and ideas gained through training into the workplace or similar real world environment.

Tuckman’s Stages of Group/Team Development

In 1965 Bruce Tuckman first proposed that for a group/team to face up to new challenges, tackle problems and deliver results they had to go through four phases. They are:

Forming – Initial stage, the group is only a collection of individuals at this stage they are polite, guarded, watchful and impersonal, concerned about the structure and their place in it and dependent on the leader.

Storming – Confronting people, sub-grouping, conflicts, feeling stuck, noisy, rebellion, frustration about goals and actions, dissatisfied with dependence on authority, competing for power and or attention, feel confused and incompetent.

There is a 5th stage which is not identified on the graph which is Transforming, this is only relevant for temporary teams that are brought together for a particular project – the transforming stage is where the team begins to wind up its operations, there may be concern over the impending dissolution of the team and a sense of sadness mixed with gratification.

Value Chain

Michael Porter’s 1975 model for analysing the specific activities through which organisations can create value and competitive advantage. The organisation’s primary activities are divided into five linked functions as follows: Inbound logistics; Operations; Outbound logistics; Marketing and sales; and Service.

Value Chain

Michael Porter’s 1975 model for analysing the specific activities through which organisations can create value and competitive advantage. The organisation’s primary activities are divided into five linked functions as follows: Inbound logistics; Operations; Outbound logistics; Marketing and sales; and Service.

Workbook

A book that may otherwise be known as a handout (see Handout) that includes information and exercises to assist the participant with achieving learning objectives of the course or programme. Often designed to allow the participant the opportunity to personalise with their own notes.

Worked Sample

The use of a number of random samples to determine the frequency with which certain activities are performed. Performance on a work sample is frequently used as a criterion against which prediction devices in evaluation are validated.

Workbook

A book that may otherwise be known as a handout (see Handout) that includes information and exercises to assist the participant with achieving learning objectives of the course or programme. Often designed to allow the participant the opportunity to personalise with their own notes.

Worked Sample

The use of a number of random samples to determine the frequency with which certain activities are performed. Performance on a work sample is frequently used as a criterion against which prediction devices in evaluation are validated.

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5 Effective Ways To Support Your People Through Change

15 May 2019

Change is a dynamic force that makes an organisation thrive, it’s also something that, when not managed carefully, can easily cause a business to slow down and stumble. This is because change can be unsettling, unnerving, and confusing for ...

Why Our Training Is Work-Life Changing

Knowledge & Work Ethic: 4 Easy Steps To Mastering The Secret Art Of Being The Full Package

13 May 2019

Sit and chat with any business executive of days gone by, and you’ll hear about a very different world. The sepia view would be an environment of business meetings being held in the pub, a diet of tobacco smoke, ...